“人际关系和关系对关系的影响，是健康发展的构建块。” -National Research Council, 2000

知道

Think back over the past couple of days. What are some emotions that you recall feeling? Do you recall feeling happy, sad, angry, fearful or upset in response to receiving news or having a conversation or argument? Now consider how your feelings at the time might have affected some of your social interactions or relationships with others.

情绪影响我们是谁，他们影响我们的行为，行动和与他人的互动。想想你很开心。这些感受如何影响您的行为，而且反过来，你的互动？考虑你伤心，生气或不安的时候。如何做those感情会影响你的行为和互动吗？

标签，识别和管理情绪是我们在我们的专业和个人生活中的有意义和成功参与生活经验的重要技能。管理情绪难以造成挫败感和失望，能够强烈影响我们与他人的关系和我们的整体生活质量。

什么是社会情绪发展？

Take a moment to think about what social-emotional development means to you. What comes to mind? How do you explain social-emotional development to the families you support?

The word “develop” originally meant “to unfold,” which can offer an understanding and a visual idea of what happens during a child’s earliest years. Developmental changes are rapid during the first three years of life. New skills constantly emerge for infants and toddlers, changing the ways they relate to the world and their interactions with the people around them. Below, we highlight 5 key components of social and emotional development. It is important to recognize that infants and toddlers are just beginning to establish these competences. We should not expect infants or toddlers to have advanced self-awareness or decision-making skills, but rather know that young children are on a path, with guidance from their families and caregivers, to acquiring these skills.

根据学术，社会和情感学习（Casel）的协作，社会和情感发展（也称为社交情绪学习）包括以下五个核心组件：狗万app怎么下载

当一个幼儿想要爬到教室登山者而不是将他或她自己拉到小吃桌上时，他或她展示了一些早期的负责任决策。

Social-Emotional Development of Children

According to Zero to Three, “within the context of one’s family, community and cultural background, social and emotional health is the child’s developing capacity to form secure relationships, experience and regulate emotions, and explore and learn.”

Children begin developing social-emotional skills at birth. Infants begin turning their heads toward their caregivers’ voices, looking toward their caregivers and cooing, and crying to let their caregivers know they need something. Their emotional signals, such as smiling, crying, or demonstrating interest and attention, strongly influence the behaviors of others. Similarly, the emotional reactions of others affect children’s social behaviors. As children mature and develop, their social-emotional skills become less centered on having their own needs met by their caregivers and more centered on participating in routines and enjoying experiences with friends and caregivers.

The early childhood years are a critical time for the formation of positive feelings toward oneself, others, and the larger world. When children are encouraged, nurtured and accepted by adults and peers, they are more likely to be well adjusted. On the contrary, children who are neglected, rejected or abused are at risk for social and mental health challenges.

Children develop social-emotional skills in the context of their relationships with their primary caregivers and within their families and cultures. Consider how diverse our society is. You can imagine that this diversity is also expressed in the ways families from different cultures teach children to manage emotions, socialize and engage with others. For example, in some cultures, children are taught to avoid eye contact. For other cultures, eye contact is an essential component of social interaction. Culture also affects parenting practices and how individuals are taught to deal with emotions, including handling stress and coping with adversity.

Family priorities affect social-emotional competence. For example, some families might place a high value on talking about emotions and expressing them as they occur, whereas other families may value doing the opposite. As an infant or toddler caregiver, you must be sensitive and respectful of individual differences in social-emotional development when engaging with children in your care and their families.

社交情绪发展在婴儿和幼儿中是什么样的？

Social interactions start early. Research shows that infants recognize and prefer the smell, touch, and sounds of their own mother. Infants also display connections with others and interest in relationships by imitating caregivers’ facial expressions. Through imitation, infants show their awareness of important caregivers.

Rewarding early social experiences helps support the next level of social development. For example, secure relationships with trusted adults, who provide a sense of safety and a base for the toddler’s exploration and discoveries, support toddlers’ exploration of new objects and places. When encountering something unfamiliar, the toddler can look to a trusted adult and depend on the adult’s emotions for guidance about how to respond. The adult’s reaction influences the toddler’s feelings about the situation and provides information about how to move forward.

在信任关系的背景下，婴儿和幼儿也开始发展自我监管和主动技能。当婴儿和幼儿的需求始终如一地达到成人照顾者的帮助时，他们学习他们受到关心和喜爱。

第二课进一步描述的社会性发展lopment and details the ways it unfolds in infants and toddlers. It is clear is that development is related to the traits a young child is born with (nature) and what he or she experiences (nurture).

成年人护理人员社会情感幸福影响婴儿和蹒跚学步的社交情绪发展

Relationships are central to infant and toddler development. Early interactions with family and caregivers have lasting influences on development throughout life. Infants and toddlers are not just affected by their own relationships with adults, they are affected by the relationships adults have with one another.

Mothers and fathers, along with other primary adult caregivers in the home, play a critical role in their children’s development, and each relationship has an influence on the infant’s and toddler’s development. Infants and toddlers also form relationships with those who care for them on a consistent basis outside of the home. Infants’ and toddlers’ approaches to forming relationships with caregivers work in similar ways to relationship development with families. For example:

• Infants and toddlers show specific relationship behaviors to caregivers when they feel stressed.
• 婴儿和幼儿需要照顾者以响应和敏感的方式回应它们。
• Infants and toddlers learn how to trust others and regulate their emotions in the context of their relationships with caregivers.

因此，婴儿和幼儿的社会情感发展取决于他或她的家人和成年人护理人员的社会情感福祉。拥有积极关系和生活经验的成年人通常准备好对婴儿或幼儿进行响应和情感上。当成年人在情感上可用时，他们可以更容易地识别婴儿或幼儿的提示，并适合适当地回应儿童的需求。这种响应级别有助于支持幼儿的健康发展，包括社会情绪发展。

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Social-Emotional Development: An Introduction

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婴儿和幼儿需要支持培育和敏感成年人，以在社交和情感上发展。以下是您在护理中促进婴儿和幼儿的社交情绪发展的方式：

• 深情和培养。
• 经常轻轻地握住，摇滚和拥抱婴儿和幼儿。
• Share smiles with infants and toddlers during daily routines, such as feeding and eating.
• Use facial expressions, gestures and words to attentively respond to infants’ and toddlers’ attempts to communicate.
• Offer opportunities for communication and help guide infants and toddlers through social situations—young children enjoy watching others learn to socialize through experiences that are supported by caring adults.
• 为婴儿和幼儿提供机会，以观察你作为一种善良和关怀的人。
• Help infants and toddlers learn words to describe and express their emotions.
• Help infants and toddlers feel safe and secure.

完成本课程

For more information on what to expect in this course, the Social & Emotional Development能力反思以及在整个课程中提供的随附的学习，探索和应用资源和活动的列表，参观婴儿和蹒跚社会和情感发展Course Guide。

请注意，每个课程结束时的引用和资源部分概述了参考源和资源，以查找有关所涵盖主题的其他信息。当您完成课程时，您预计不会审查所有可用的在线参考。但是，欢迎您进一步探索资源，如果您有兴趣或培训师，教练或管理员的要求进一步探索资源。